Jurnal Pendidikan Bahasa Inggris undiksha

Gender Representation in The Illustration of Indonesian 8th Grade EFL Textbook

2024-07-11T05:04:38+00:00

Along with the growing awareness of gender equality, language learning should start working on issues of gender equality besides focusing on language acquisition. Using interactive qualitative methods from Miles, Huberman, and Saldana combined with Peirce's semiotics, this study aimed to examine the depiction of gender roles displayed in illustrations of English textbooks for eighth grade students. The results showed that there were attempts to deconstruct the gender roles of both men and women, although gender stereotypes remained common. The emerging stereotypes were depictions of men with darker skin colour and male characters doing outdoor activities. In addition, the proportion of female characters appeared less frequent than male characters. Meanwhile, the deconstruction raised was the role of boys in household activities such as cooking, sweeping, wrapping gifts, setting up dining table, and using clothes in pastels while the female characters were depicted in outdoor activities. However, the delivered deconstruction was subtle as identified in female characters engaged in outdoor activities tended to get safer settings than male characters. Considering that children’s perception on gender are affected by language, it is important for parties involved in language learning to be aware of things that may extend gender role disparities found in the widely accessed learning material such as textbooks and address these issues while conducting their language instruction.

English Teachers' Readiness to Adopt Educational Technology: Professional Roles and Institutional Support

2025-01-07T06:29:24+00:00

The world revolution 5.0 has brought major changes in various aspects of life, including education, thus demanding the readiness of teachers, especially English teachers, in adopting educational technology. This study aims to analyze the influence of teachers' professional roles and institutional support on teachers' readiness to adopt educational technology. A quantitative approach was used in this study, with data collection through questionnaires and document studies from 33 respondents. Data were analyzed using multiple linear regression method to identify the relationship between variables. The results showed that teachers' professional roles had a more dominant influence on teachers' readiness, with a regression coefficient of 0.553 and a standardized Beta contribution of 0.765. Meanwhile, institutional support also had a positive, albeit smaller influence with a regression coefficient of 0.220 and a standardized Beta of 0.228. Overall, these two variables explained 85.6% of the variation in teacher readiness. The findings suggest that individual factors, such as teachers' professional roles, have a more significant influence than external factors, although institutional support still plays an important role. This study recommends that local governments and schools develop technology-based training programs to improve teachers' capacity to face educational challenges in the era of the information technology revolution.

Does ChatGPT Have a Significant Effect to Improve EFL Preservice Teachers’ Teaching Plans? A Mixed-Method Study

2024-10-16T09:43:52+00:00

The advent of ChatGPT has surprised many English educators, as theoretically, it has many potentials to support English language teaching. However, the empirical results of how ChatGPT influence English as a foreign language (henceforth, EFL) preservice teachers’ teaching plans remain unclear. This study therefore purposed to investigate the effect of ChatGPT towards EFL preservice teachers’ teaching plans. This study employed a mixed-method approach and recruited 17 EFL preservice teachers to join the research. The data was collected using a scoring rubric and an interview protocol. Using Mann-Whitney U Test and inductive thematic analysis, this study found that the lesson plans created by EFL preservice teachers in the experimental group failed to outperform those in the control group. Moreover, the pre lesson plans had no significant difference with the post ones. The qualitative data explains the statistical results. Then, two implications were drawn to effectively use ChatGPT to support teaching and learning.

Appealing Grammatical Competence: Exploring the Effectiveness of Kahoot! on Young Learners’ Language Proficiency

2024-06-11T09:15:35+00:00

The problem addressed by this research is the need for engaging and effective methods to enhance grammar learning among primary students. The research aims of this study were to investigate the feasibility of using Kahoot! as a tool to improve grammar classrooms, especially for young learners, in the only English course that uses books published by the Cambridge University Press. Six elementary students at the A2 level of English participated in one of English course choosen as subject. The data collection methods included pre-tests, post-tests, and semi-structured interviews. Researchers implemented Kahoot! four times during the study. The CAR was carried out in one cycle, as the results from this cycle were deemed sufficient. The instruments used for data collection were pre-tests, post-tests, and semi-structured interviews with the teacher. Data analysis involved comparing pre-test and post-test results to measure improvement and transcribing interview responses to gather qualitative insights. The main results revealed a significant improvement in students' grammar performance. The average score increased from a "poor" category in the pre-test to an average of 93 in the post-test, which falls under the "very good" category.The conclusion drawn from the study is that the use of Kahoot! has a positive impact on young learners' grammar learning and behavior. The implications of this research suggest that future studies should explore modifications of this approach to other different language skills to further enhance student learning outcomes.

Transforming EFL Instruction: A Systematic Review of Chatbot Integration in English Language Learning

2025-02-07T05:50:10+00:00

There are important areas that have not been fully investigated. The use of chatbots to improve students' language learning abilities presents various advantages and obstacles. This study explores the integration of Chatbots in English language instruction for EFL learners, focusing on their impact on learning implementation experiences, advantages, and limitations. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards, the research reviewed articles from 2019 to 2024 to ensure a comprehensive analysis. A total of 998 publications were identified through Google Scholar, with search terms such as "chatbot," "AI chatbot," and "Chatbot implementation among EFL learners in English language learning." After an extensive screening process, including duplicate removal, inclusion, and exclusion criteria, 10 empirical, open-access studies were selected for review. The findings reveal that ChatGPT significantly enhances writing, grammar, and vocabulary skills by providing immediate and personalized feedback. It also fosters engagement and motivation while supporting cultural exploration and intercultural competence. However, limitations include reduced efficacy in developing speaking and listening skills, technical challenges, and ethical concerns. The study concludes that while ChatGPT is a valuable tool, it should complement, not replace, traditional teaching methods to ensure a balanced and effective learning experience.

Problem-based Learning using Scribblenauts Unlimited for Teaching English at Vocational High School

2025-02-06T07:11:06+00:00

In Indonesian public schools, English is taught and studied solely as a foreign language. This has an impact on the lack of students' English skills so that appropriate learning strategies and media are needed. This study aims to analyze the significant effect of implementing PBL with the Maastricht seven-step model using the Scribblenauts Unlimited video game on the English learning achievement of grade XI students. This study uses a quantitative research method with a pre-experimental design, interviews, and surveys. The sample of this study was 27 grade 11 students and an English teacher of grade XI. Data collection was carried out through a pretest-posttest containing 20 multiple-choice questions and 5 essay questions as well as a questionnaire and interview. The data obtained were analyzed descriptively and inferentially. The results of the paired sample t-test showed that the average score after being taught using the Scribblenauts Unlimited video game (Me = 64.67) was higher than before being taught using this game (Me = 51.92) with a large Cohen's d effect size (1.35> 0.80). The students were happy to learn English. The English teachers’ opinions were positive and strongly supported the implementation of PBL using the Scribblenauts Unlimited video game in English classes at vocational schools.

The Challenge of Implementing Cambridge Curriculum in Elementary School

2024-10-23T09:58:17+00:00

English language teaching in elementary schools has become a popular issue due to the decision of the Minister of Education that English will be a compulsory subject for elementary schools. Some elementary schools have used the Cambridge curriculum which is quite challenging for teachers to teach in English classes. This study aims to analyze the challenges of implementing the Cambridge curriculum in teaching English to elementary school students with a case study approach. The subjects of this study were two English teachers. The method in this study used descriptive qualitative research using a case study research design. Data collection used was observation and interviews which were analyzed qualitatively through content analysis. The results of the study showed that the challenges faced by teachers in implementing the Cambridge curriculum were that teachers needed more preparation time to start learning; students easily lost concentration during learning; students had different learning styles and they felt insecure to practice speaking English. To overcome these problems, teachers used variations and tones of voice and direct instructions to start lessons; they also used various types of teaching techniques such as songs, watching videos and games. In addition, teachers also use two languages, namely Indonesian and English in the learning process to make it easier for students to understand the lessons, as well as train students to increase their confidence in speaking English.

Integrating Qur'anic Narratives in English Language Teaching: Cultivating Moral Values Among Ninth-Grade Students

2024-07-08T04:40:20+00:00

This study addresses the challenge of integrating moral education into English Language Teaching (ELT) in culturally diverse contexts. Using a mixed-methods approach, the research investigates the effectiveness of incorporating Qur'anic narratives into ELT to cultivate moral values among ninth-grade students at junior high school. The study involved 27 students and employed pre-test and post-test assessments, along with qualitative interviews. Findings reveal a significant improvement in students' moral reasoning and behavior, with post-test scores increasing from an average of 48.15 to 82.22. Thematic analysis identified key moral values internalized by students, including resilience, integrity, and faith. The research concludes that integrating culturally resonant narratives into ELT effectively fosters both linguistic and ethical development. These findings have important implications for curriculum development and teacher training, suggesting the need for a more holistic approach to language education that addresses both linguistic competencies and character development in culturally diverse educational settings. The study also highlights the potential of narrative pedagogy in creating meaningful learning experiences that resonate with students' cultural and religious backgrounds.

The Role of Project-Based Learning in Boosting Student Communication Confidence

2025-01-26T02:26:31+00:00

Effective communication is an important skill that students must possess, but often students struggle to speak confidently. One of the approaches that has been proven to improve communication skills is Project-Based Learning (PBL). This research aims to analyze the influence of Project-Based Learning (PBL) on improving students' communication skills, particularly in terms of confidence and collaboration skills. The research method used is a Systematic Literature Review (SLR), which collects data from 15 reputable journal articles relevant to this topic. Data were analyzed using qualitative analysis techniques to evaluate the findings related to the impact of PBL on student communication. The research results show that PBL significantly enhances students' confidence in speaking, interpersonal communication skills, and teamwork collaboration. In addition, the effective implementation of PBL requires good project design, technological support, and the active role of educators in facilitating learning. This study concludes that PBL is an effective approach to enhancing students' communication skills. The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.

Factors Determine the Success of Learning Reading English Texts

2024-10-31T08:06:46+00:00

The ability of reading English texts is an essential in English mastery, especially in the context of formal and professional education. However, the success of reading texts is often influenced by various factors. This research aims to explore various factors that influence the effectiveness of learning to read English texts. The factors that were analysed are (1) teacher activities; (2) school facilities and services; (3) student activities; and (4) the learning process. The research was conducted using a quantitative survey approach with 279 students in 11th grade. The subjects of this research are 11th grade students with a sample size of 279 students. The analysis results show that teacher activity in the learning process does not affect learning effectiveness (tcount = 0.314 < ttable; pvalue > 0.05), as well as the availability of school facilities and services (tcount = -0.652 < ttable; pvalue > 0.05). Meanwhile, the positive influence on learning effectiveness is shown by student activity (tcount = 3.441 > ttable; pvalue < 0.05) and learning process (tcount = 2.080 > ttable; pvalue < 0.05). Overall, these four factors contribute 24.9% to the success of English text reading learning at the school. The results of this study provide important implications for the development of more effective learning strategies by considering the quality of educational facilities and the active role of teachers in the learning process, which can ultimately enhance the effectiveness of learning in reading English texts.

Developing Tat Twam Asi-based Digital Storytelling Media to Improve English Literacy of VIII Grade Students of Junior High School

2024-12-24T02:15:39+00:00

Literacy has continuously become an issue in the education context especially in Merdeka Belajar. This research aims at developing a digital storytelling media “Tat Twam Asi” for VIII Grade Students of Junior High Schools. This research is Research and Development (R&D) using the ADDIE Model consisting analyze, design, develop, implement, and evaluate. The data were collected from observation, interview, and test. The instruments of data collection are field notes, an interview guide, a validation sheet, a questionnaire, and a literacy test. The finding shows that digital storytelling media “Tat Twam Asi” was conducted using ADDIE model. The average percentage of product practicality from teacher responses was 95.1%. Referring to the product practicality percentage criteria, it is known that the practicality level of digital storytelling learning media “Tat Twam Asi” is in the very practical category. Furthermore, the implementation of this media can be considered effective since there was a significant improvement in students’ literacy of VIII Grade students of Junior High School.

Female and Male Teachers' Strategies for Teaching English in Senior High School

2025-02-10T02:10:18+00:00

Teaching strategies play an important role in language learning, but gender is also a factor in implementing teaching strategies. This study aims to identify teaching strategies applied by male and female teachers in English learning based on the Merdeka Curriculum in high schools. This study uses a qualitative descriptive method with data collection techniques through self-administration questionnaires, observations, and interviews. The subjects of the study consisted of four teachers, namely two male teachers and two female teachers. The results showed that female teachers applied Computer-Assisted Language Learning (CALL) and Discovery Learning strategies. CALL allows the use of technology in learning, while Discovery Learning encourages students to discover concepts independently. On the other hand, male teachers use the Project-Based Learning (PjBL) strategy, which emphasizes the active involvement of students in real projects to improve their understanding and language skills. The conclusion of this study is that there are differences in the strategies used by male and female teachers in teaching English. Although the approaches applied are different, all of these strategies have the same goal, namely to improve students' English language skills effectively in accordance with the learning principles in the Merdeka Curriculum.

Attitudinal Expressions in Discussion Sections of High-Quality Journals: an Appraisal Analysis

2024-07-30T09:40:58+00:00

Numerous studies discuss assessment in academic texts, there remains a significant gap in the literature regarding the specific role of assessment resources in expressing attitudes within the discussion section of high-quality journal articles. This study explores the utilization of attitudinal expressions (the systems of Affect, Judgement, and Appreciation) in the discussion sections of high-quality journal articles. Employing a mixed-methods research approach, the study integrates qualitative and quantitative analyses to better understand evaluative linguistic practices in academic writing. Data were collected from five high-quality discussion sections published in 2024 in Q1 Scopus journals, including TESOL Quarterly, CALL-EJ, English Teaching & Learning, Australian Review of Applied Linguistics, and Asian-Pacific Journal of Second and Foreign Language Education. The qualitative analysis involved thematic coding and iterative development to identify and categorize attitudinal expressions, while the quantitative analysis utilized statistical techniques to measure the frequency and distribution of these expressions. Results indicated that the Judgement system was the most frequently used category (59.60%), followed by Appreciation system (37.50%) and Affect system (4.80%). The Affect system was primarily used to convey feelings and emotional responses, the Appreciation system was to convey evaluations of the research’s impact and significance. The findings suggest that academic authors strategically use evaluative language to assert research significance and engage critically with literature. Pedagogically, this study highlights the importance of teaching advanced academic writing skills, particularly the use of evaluative language, to enhance students’ ability to communicate their research effectively.

Transforming English Language Learning through Blended Learning: A Systematic Analysis of Effectiveness, Barriers, and Technology Readiness in the Context of Higher Education

2024-11-26T12:59:25+00:00

This literature review focuses on the study of the effectiveness of blended learning models in developing English language skills in higher education. This study aims to analyze the role of blended learning in improving language skills and technological readiness and identifying barriers faced in its implementation. This study is a systematic literature review that uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Guidelines as a model in the process of selecting and analysing literature data conducted on 30 articles from national and international journals indexed by Scopus and Sinta 2 and 3. The study results indicate that blended learning can significantly contribute to students' English skills. Still, its effectiveness is highly dependent on the support of technological infrastructure and the technical skills of users. Barriers such as limited internet access, gaps in technological knowledge, and preferences for face-to-face learning are obstacles that need to be overcome to optimize this model. The implications of this study highlight the importance of developing technological infrastructure, special training for lecturers and students, and more adaptive learning designs to optimize blended learning in higher education. This study contributes to providing comprehensive insights into modern learning strategies in the digital era.

Self-Assessment in Writing Competency: Teachers’ Perspectives

2024-11-26T12:57:10+00:00

Self-assessment is a suitable technique for assessing students’ writing competency. Teachers use self-assessment as the assessment that gives opportunities for the students to assess themselves. It is important because self-assessment allows students to assess themselves. However, in its implementation, the challenges are also faced by the teachers. From that, this study aimed to investigate teachers’ perception of self-assessment in writing competency and the challenges faced by them. This research used a mixed method with an explanatory design that used survey and interview methods to collect the data. Questionnaire data was analyzed using Excel by looking for median values, while interview data was analyzed using thematic analysis. The sample used in 5 English Teachers who had already implemented the self-assessment in writing competency. The findings of this research include, first: teachers have a positive perception on self-assessment that self-assessment, (1) its usefulness for students, (2) it encourages students to write, (3) students are more confident and independent, (4) it helps teachers to monitor the students, and (5) help them to identify the suitable methods in writing. Second, teachers also face some problems in the implementation of self-assessment: (1) students are confused about doing self-assessment, (2) still subjectivity in self-assessment, and (3) teachers still lack technology. It concludes that self-assessment has a positive impact on writing competency, but teachers need to pay attention to the challenges that they face.